The effects of task-based instruction on the eleventh grader's vocabulary acquisiton and learning attitudes at Binh An High School

i

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “The Effects of Task-Based Instruction on the

Eleventh Graders’ Vocabulary Acquisition and Learning Attitudes at Binh An High

School” is my own work.

Except where reference is made in the text of the thesis, this thesis contain material

published elsewhere or extracted in whole or in part from a thesis by which I have

qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main text of

the thesis.

This thesis has not been submitted for the award of any degree or diploma in any other

tertiary institution.

Ho Chi Minh City, September 2019

TRAN THI NHU NGUYET

ii

RETENTION AND USE OF THE THESIS

I hereby state that I, TRAN THI NHU NGUYET, being a candidate for the degree of

Master of Arts (TESOL), accept the requirements of the University relating to the

retention and use of Master’s Theses deposited in the Library.

In terms of these conditions, I agree that the original of my Master’s Thesis

deposited in the Library should be accessible for the purposes of study and research, in

accordance with the normal conditions established by the Librarian for the care, loan, and

reproduction for theses.

Ho Chi Minh City, 2019

TRAN THI NHU NGUYET

iii

ACKNOWLEDGEMENTS

This Master of Art in TESOL thesis is the result of a fruitful collaboration of all the

people whom have kindly contributed with an enormous commitment and enthusiasm in

my research. Without the help of those who supported me at all times and in all possible

ways, it would not have been feasible for me to complete my M.A. thesis.

I am deeply indebted to my supervisor, Assoc. Prof. Dr. Pham Vu Phi Ho, from Ba Ria –

Vung Tau University, whose compassion, encouragement and guidance throughout the

research have helped in the completion of this thesis. I have truly learned from the

excellence of his skills and from her wide experience in research; no words are adequate

to describe the extent of my gratitude.

I would like to express my particular gratitude to my beloved husband and children for

their unconditional love, understanding, encouragement, financial and spiritual support

over time and distance.

I owe a great debt of gratitude to the eleventh-grade students at Binh An High School

who contributed data to this thesis.

iv

ABSTRACT

The teaching and learning of vocabulary at the high school context has recently received

much attention to by teachers and learners. Yet, many high school students still encounter

with some troubles in their vocabulary acquisition. Purposely, this study was carried out

to examine the effectiveness of the Task-Based Instruction method in enhancing

vocabulary acquisition and learning attitudes of the eleventh graders at An Binh High

School (Di An Town, Binh Duong Province).

Methodologically, the current study was a kind of quasi-experimental study, conducted

in the second semester of the academic year 2017-2018, with the involvement of 80

eleventh graders. These students were divided into two groups, i.e. one control group

without the treatment and one experimental group within the treatment of the Task-Based

Instruction method. Data were extensively collected through a set of instruments, i.e. the

reading pre-test and post-test, the writing pre-test and post-test, the questionnaire and the

semi-structured interview.

The findings of the study revealed that the Task-Based Instruction method considerably

improved vocabulary performances of the target students in terms of their vocabulary

recognition level and vocabulary production ability. Besides, this method also was

positively correlated with their learning attitudes, that is, most of them felt motivated and

interested in, they believed in the effectiveness of this method, and they actively

participated into the activities of this method.

Eventually, some implications for teachers and further research in applying this method

were also made.

Key words: Task-Based Instruction, Vocabulary Acquisition, Learning Attitudes, Binh

An High School

v

TABLE OF CONTENT

Page

STATEMENT OF AUTHORSHIP i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENT v

LIST OF TABLES x

LIST OF FIGURES, CHARTS xi

CHAPTER 1: INTRODUCTION 1

1.1. Background of the Study 1

1.2. Problem Statement 3

1.3. Objectives of the Study 4

1.4. Research Questions 5

1.5. Significance of the Study 5

1.6. Structure of the Study 5

CHAPTER 2: LITERATURE REVIEW 7

2.1. Notion of Task-based Instruction 7

2.1.1. Definitions of Task 7

2.1.2. Components of Task 7

2.1.3. Typology of Task 9

2.1.4. Framework for Applying Task-based Instruction 11

2.1.4.1. Pre-Task 12

2.1.4.2. Task Cycle 13

2.1.4.3. Language Focus 13

2.1.5. Principles of Applying Task-Based Instruction 14

2.1.6. Benefits of Applying Task-Based Instruction 15

2.1. Background of Vocabulary 15

2.1.1. Definitions of Vocabulary 15

2.1.2. Constructs of Vocabulary 16

vi

2.1.3. Types of Vocabulary 16

2.1.4. Principles to Teach Vocabulary 18

2.3. Reading Comprehension and Writing Performance 19

2.3.1. Reading Comprehension 19

2.3.2. Writing Performance 19

2.4. Attitudes 19

2.4.1. Definitions of Attitudes 20

2.4.2. Components of Attitudes 20

2.5. Previous Studies 21

2.6. Research Gaps 24

2.7. Chapter Summary 25

CHAPTER 3: RESEARCH METHODOLOGY 26

3.1. Research Site 26

3.2. Research Participants 27

3.3. Overall Approach 28

3.4. Training Procedure 29

3.4.1. Material 29

3.4.2. Time Allotment 30

3.4.3. A Typical Lesson for the Experimental Group 32

3.4.3.1. Reading Lesson (Enclosed in Appendix A.1) 32

3.4.3.2. Writing Lesson (Enclosed in Appendix A.2) 33

3.4.4. A Typical Lesson for the Control Group 34

3.4.4.1. Reading Lesson (Enclosed in Appendix B.1) 34

3.4.4.2. Writing Lesson (Enclosed in Appendix B.2) 34

3.5. Measurement Instruments: Description and Collection Procedure 35

3.5.1. Reading Tests 35

3.5.2. Writing Tests 36

3.5.3. Questionnaire 37

3.5.4. Semi-structured Interview 39

3.6. Data Analysis Configuration 40

3.6.1. Tests 40

vii

3.6.2. Questionnaire 41

3.6.3. Semi-structured Interview 41

3.7. Data Analysis Configuration 42

3.7.1. Tests 42

3.7.2. Questionnaire 42

3.7.3. Semi-structured Interview 43

3.8. Chapter Summary 43

CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 44

4.1. Research Question 1 44

4.1.1. Data Analysis of Reading Tests 44

4.1.1.1. Independent Samples T-test on the Reading Pre-test of the

Control and Experimental Groups

44

4.1.1.4. Independent Samples T-test on the Reading Post-test of the

Control and Experimental Groups

47

4.1.2. Discussion on Research Question 1 49

4.2. Research Question 2 51

4.2.1. Data Analysis of Writing Tests 51

4.2.1.1. Independent Samples T-test on the Writing Pre-test of the

Control and Experimental Groups

51

4.2.1.2. Independent Samples T-test on the Writing Pre-test of the

Control and Experimental Groups

54

4.2.2. Discussion on Research Question 2 56

4.3. Research Question 3 57

4.3.1. Data Analysis of Questionnaire 57

4.3.1.1. Reliability Index 57

4.3.1.2. Emotions/ Feelings 58

4.3.1.3. Beliefs/Perceptions 60

4.3.1.4. Tendency of Behaviors 62

4.3.2. Data Analysis of Semi-structured Interview 63

viii

4.3.3. Discussion on Research Question 3 69

4.4. Chapter Summary 72

CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 73

5.1. Conclusions of Key Findings 73

5.1.1. Research Question 1 73

5.1.2. Research Question 2 74

5.1.3. Research Question 3 74

5.2. Implications for Teachers and Students 75

5.2.1. Teachers 75

5.2.2. Students 76

5.3. Limitations 76

5.4. Recommendations 77

5.5. Chapter Summary 77

REFERENCES 79

APPENDICES 85

APPENDIX A.1: READING LESSON PLAN FOR THE CONTROL GROUP 86

APPENDIX A.2: READING LESSON PLAN FOR THE EXPERIMENTAL

GROUP

90

APPENDIX B.1: WRITING LESSON PLAN FOR THE CONTROL GROUP 93

APPENDIX B.2: WRITING LESSON PLAN FOR THE EXPERIMENTAL

GROUP

96

APPENDIX C: READING PRE-TEST 99

APPENDIX D: READING POST-TEST 101

APPENDIX E: WRITING PRE-TEST SAMPLE 103

APPENDIX F: WRITING POST-TEST SAMPLE 104

APPENDIX G: QUESTIONNAIRE 105

APPENDIX H: INTERVIEW QUESTIONS 106

APPENDIX I: INTERVIEW TRANSCRIPTS (ENGLISH VERSION) 107

APPENDIX J: READING TEST SCORES 110

ix

APPENDIX K: WRITING PRE-TEST SCORES 112

APPENDIX L: WRITING POST-TEST SCORES 114

x

LIST OF TABLES

Page

Table 2.1: Common Types of Pedagogical Tasks 10

Table 3.1: Research Design with Pre-test and Post-test 29

Table 3.2: Content of the Selected Unit 30

Table 3.3: Time Allocation of the Study 31

Table 3.4: Sources for the Questionnaire 38

Table 3.5: The Relationship between Research questions and Research Instruments 43

Table 4.1: Group Statistics on the Pre-test Reading Scores of Both Groups 45

Table 4.2: Independent Samples T-test on Reading Pre-test Scores of Both Groups 46

Table 4.3: Group Statistics on the Reading Post-test Scores of Both Groups 48

Table 4.4: Independent Samples T-test on Reading Post-test Scores of Both

Groups

48

Table 4.5: Group Statistics on Writing Pre-Test Scores of Two Groups 52

Table 4.6: Independent Samples T-test on Writing Pre-Test Scores of Two Groups 53

Table 4.7: Group Statistics on Writing Post-Test Scores of Two Groups 54

Table 4.8: Independent Samples T-test on Writing Post-Test Scores of Two

Groups

55

Table 4.9: Reliability of the Questionnaire 57

Table 4.10: The Students’ Emotions/Feelings 58

Table 4.11: The Students’ Beliefs/Perceptions 60

Table 4.12: The Students’ Tendency of Behaviors 62

Table 4.13: The Semi-structured Interview Results 63

xi

LIST OF FIGURES, CHARTS

Page

Figure 2.1: Willis’ (1996) Task-Based Instruction Framework 12

Chart 3.1: The Participants’ Demographic Information 27

Chart 4.1: Reading Pre-test Score Dispersal of Both Groups 45

Chart 4.2: Reading Post-test Score Dispersal of Both Groups 47

THE EFFECTS OF TASK-BASED INSTRUCTION ON THE ELEVENTH

GRADERS’ VOCABULARY PERFORMANCES AT BINH AN HIGH

SCHOOL

TRAN THI NHU NGUYET

ASTRACT

The teaching and learning of vocabulary at the high school context has recently received

much attention to by teachers and learners. Yet, many high school students still encounter

with some troubles in their vocabulary acquisition. Purposely, this study was carried out

to examine the effectiveness of the Task-Based Instruction method in enhancing

vocabulary performances of the eleventh graders at An Binh High School (Di An Town,

Binh Duong Province).

Theoretically, the study reviewed relevant literature, including vocabulary, Task-Based

Instruction method, attitudes, previous studies and research gaps, which furnished vital

foundations for this study.

Methodologically, the current study was a kind of quasi-experimental study, conducted

in the second semester of the academic year 2017-2018, with the involvement of 80

eleventh graders. These students were divided into two groups, i.e. one control group

without the treatment and one experimental group within the treatment of the Task-Based

Instruction method. Data were extensively collected through a set of instruments, i.e. the

reading pre-test and post-test, the writing pre-test and post-test, the questionnaire and the

semi-structured interview.

The findings of the study revealed that the Task-Based Instruction method considerably

improved vocabulary performances of the target students in terms of their vocabulary

recognition level and vocabulary production ability. Besides, this method also was

positively correlated with their learning attitudes, that is, most of them felt motivated and

interested in, they believed in the effectiveness of this method, and they actively

participated into the activities of this method.

Eventually, some implications for teachers and further research in applying this method

were also made.